Mathematics education for STEM as place
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract Positioned within Indigenous and ecological discourses, our paper reconsiders human-centered relationships with earth and activities such as STEM that view earth as commodity, resource, and platform. In doing so, we turn to the ways earth (e.g., rivers, forests, animals) teaches mathematics education for STEM as place and reveals intelligences that exceed those of humankind. Using examples of place and land, we illustrate how such a conception contrasts with current calls and goals for STEM and integrated STEM education. We contend that comprehending STEM as place renews potential for success to be defined “as the continuity of life”; that is, all that concerns the natural world, including human wellbeing in general, and in particular mathematics and mathematics education. To conclude, we propose research directions to study mathematical ways of being, mathematics, and mathematics education for STEM as place . We include possible implications and pathways for such work which prompts (re)visioning and (re)enacting mathematics education to be for STEM as place .
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it